Dissertations / Theses on the topic 'South Africa, Cape Town. Language and languages'

This study explored Cameroonian migrants language use and the various language forms they use to manifest their identity. It also dealt with multicultural/multilingual people in an equally multicultural/multilingual society - Cape Town. The study was carried out in the wider and interdisciplinary field of applied linguistics with focus on the specific domain of sociolinguistics.

Bibliography: leaves 110-111.
Cette étude s'est inspirée de la nouvelle voie que l'éducation prend au Mali au premier cycle de l'enseignement fondamental (éducation bilingue). Cette nouvelle voie qui concerne l'introduction des langues nationales à I'école a donné des sueurs froides aux maîtres et aux parents d'élèves. En conduisant cette étude j'espère contribuer à clarifier les points sensibles du programme dont l'amélioration ou la négligence peut conduire à la réussite ou à l'echec de l'éducation bilingue. Ce mémoire a pour but d'explorer les conditions de réussite liées a I'introduction de l'éducation bilingue. A cet effet 5 écoles ont été visitées, dont 3 bilingues et 2 unilingues pour se rendre compte de la performance des élèves dont la langue matemelle est différente de celle de l'école. Cette recherche est faite en Afrique du Sud où l'expérience de l'éducation bilingue s'étend sur des années et où les enfants Noirs ont commencé a fréquenter les ecoles ‘pour Blancs’ don’t la langue d'enseignement est l'anglais après l'abolition de l' Apartheid.

Bibliography: pages 111-118.
This study examines some elements of the language environment, language learning processes, and language inter-actions between child and teacher, and child and child in the changing South African education system. As more classrooms become non-racial, new dimensions are arising in language use and in learning: classrooms are perforce multilingual as different language groups come together to receive instruction through the medium of English. What dynamic do these multilingual elements bring to the standard classroom? I focus on part of the Standard Six population of 5 Western Cape English medium schools. The schools are different in many respects and similar in others; some have more Black pupils than others. By using a variety of research methods, including questionnaires, worksheets, personal observation, interviews and essays, I explore the experiences and attitudes of pupils, teachers and principals. My object is to try to identify trends: to look for positive features arising out of present classrooms and to look for possible points of tension as well, in order to extract central features to analyse. These are highlighted, and cross-referenced with relevant international studies, as matters of interest for practitioners in the classroom and for education planners. The field is immense: the study essentially provides a broad-based platform for further research. I tried not to have any preconceptions about what I would find, so made it a comprehensive and far-ranging study. It uncovers important elements which teachers and schools may attend to, relatively easily, indicates the importance of development of one's Mother Tongue and exposes deeply-felt emotions about Language and identity. It asks questions about Bridging Programmes and about the language of the teacher in the classroom and in testing. I also ask about the future of English in this country, about feelings about learning Afrikaans and about learning Xhosa. The main target in the recommendations is the teacher, as the generator of learning opportunities in the classroom. I call for more specific communication between teacher and pupil and the evolution of child-specific language learning processes. It is every teacher in every classroom who needs to adjust consciously to the new classroom profiles. Differing patterns clearly emerge from the schools with different intake profiles. This suggests the need for further studies to examine these findings for generalisability. The situation in schools is both volatile and exciting, calling for concrete and imaginative attention to aspects emerging from the personal, perceptive and wide-ranging input of the sample studied in this research project.

The study investigated the practice of codeswitching within the Cape Flats speech community of Cape Town. Members of this speech community have always been exposed to both English and Afrikaans in formal as well as informal contexts. Due to constant exposure to both languages, as well as historical and political experiences, members of the speech community have come to utilize both languages within a single conversation and even within a single utterance. Codeswitching is an integral part of the community's speech behaviour. The main purpose of this research was to uncover and analyze the motivations behind codeswitching in the bilingual communities of Cape Town, while also providing a strong argument that codeswitching patterns evident in their speech do not always correspond completely with linguistic constraints that are regarded as 'universal'.

Philosophiae Doctor - PhD (Linguistics, Language and Communication)
This study is an exploration of the different trajectories of a selected number of African migrants into and around South Africa, focusing on the effects of these different trajectories on their language use patterns and linguistic identities. Informed by the interpretive paradigm, the study was done in order to show the effects of space, migration, trauma and ethno-linguistic tensions such as xenophobia on people's language use. Ultimately, the study is an analysis of a number of migrants' language biographies. South Africa is a multilingual and multicultural country with eleven official languages and many migrant languages, resulting from the flow of people from other countries, especially from highly multilingual and multicultural African countries, to this major economic hub on the continent. New trends in globalization witnessed across the globe and socio-political and economic instabilities witnessed in some countries, have prompted some of these migrants to move to South Africa, they see as more economically and politically stable than their home countries. Among those who have migrated to Cape Town South Africa are Cameroonian migrants whose living conditions will never be the same again. The study was conducted because there is a need for a better understanding of the strategies multilingual people employ to negotiate language and cultural differences in a globalized world, often under very trying conditions (as is the case in South Africa). The study critically explores the language biographies, the full repertoire of communicative resources of selected Cameroonian migrants in Cape Town as well as making visible their polylingual repertoires and associated attitudes and beliefs in the research domain. The theoretical framework for this study is shaped by theories of late modernity with reference to traditional sociolinguistics, globalization and migration. A multi-dimensional analytical approach is employed in this study, incorporating Discourse Analysis (DA), Narrative Analysis (NA), Critical Discourse Analysis (CDA), Thematic Analysis (TA) and Multimodal Discourse Analysis (MDA) that incorporates the Multimodal Biographic Approach.

Masters of Art
This study is an exploration of the motivations of a particular group of Cameroonian and Nigerian migrants in Cape Town for learning isiXhosa. South Africa is a multilingual and multicultural country with eleven official languages and many migrant languages, resulting from the flow of people from other countries, especially African countries, to this major economic force on the continent. Among these migrants are West African migrants who have managed to acquire some of the local languages. Forced by new trends in globalization witnessed across the globe, and by the socio-political instabilities in their respective countries, some of these West Africans from Cameroon and Nigeria have moved to South Africa for greener pastures. South Africa to these migrants is economically, socially and politically better than their countries. In the Western Cape Province, the major and official languages are isiXhosa, Afrikaans and English. These West African migrants in Cape Town find themselves in another multicultural and multilingual environment in which the use of particular languages are important for their survival in school, community and other domains. The research also seeks to find out to what extent these migrants have succeeded in acquiring isiXhosa and also to what extent has their acquisition of this language enabled them to survive in Cape Town. Is there any evidence that their identities have been changed and modified in this new space? The research paradigm followed for this study is qualitative in nature, drawing from short questionnaires followed by individual interviews and focus group interviews that were tape recorded. Data was analyzed by using thematic content analysis as well as discourse analysis. Discourse analysis since people have different identities and the creation and use of such identities can only be understood by trying to study the language that people use (Fulcher 2005). Appraisal theory (from the Systemic Functional Perspective) was used to categorize the data. The findings suggest that both the Cameroonian and Nigerian migrants have almost the same motivation for learning isiXhosa. They were both instrumentally and integratively motivated to learn the language, and most believed that they had attained a satisfactory level of proficiency. The findings also suggest that the multicultural and multilingual environment of Cape Town had affected the identities of these migrants.

Magister Artium - MA
Globalization has evidently led to an increase in the flow of immigrants across the world, a fact that has and continues to play a significant role in the development of studies on immigration, immigration patterns and the psycho-social struggles that immigrants face; of which identity negotiation in the new context is included. A number of works have been done on the identity negotiation and identity-forming process of immigrant youth. This study attempts to highlight, rather specifically, the unique challenges that 1.5 generation immigrant youth have in forming their identities. Rumbaut coined the term “one-and-a-half generation” to describe “children of Cuban exiles who were born in Cuba but have come of age in the United States” (1976:8). Thus the 1.5 generation immigrant youth constitutes children who were born in their country of origin but was raised and received the education and important experiences in the host country. Hence, the issue of identity becomes important for adolescents such as the 1.5 generation growing up in Diasporic settings. How they come to define who they are, their place in the world and others’ perception of them have significant implications for their successful integration into their new societies (Ogbuagu, 2013). This study takes a socio-cultural approach to investigating the identity negotiation and construction of 1.5 generation Congolese immigrant youth. Sociocultural linguistics refers to an interdisciplinary field which considers language as a sociocultural phenomenon; hence positioning identity as a phenomenon that is socially constructed through language and hence, performed within interaction and conversations.

Magister Artium - MA
In this thesis, I explore the code-switching practices of long-term Angolans migrants in Cape Town when they interact with those who have been here for a much shorter period. In my Honours research essay, I revealed a tendency among those who have lived in Cape Town for some time to code-switch from Portuguese to English even in the presence of more recent migrants from Angola, who have little or no mastery of English. This thesis thus considers the effects of space, discourses of power, language ideologies and attitudes on the patterns of inter- and intra-sentential code-switching by these long-term migrants in interaction with each other as well as with the more recent “Angolan arrivals” in Cape Town. Twenty Angolan migrants participated in this study. Of these, ten were long-term migrants to South Africa, while a further ten were relative newcomers. While the long-term migrants could claim to be bilingual in Portuguese and English, the newcomers were largely limited to a few English words in their repertoire. However, both groups could speak one or more of the indigenous languages of Angola, like Kimbundu, Umbundu, Kikongo and even Lingala (which is an indigenous language from Republic Democratic of Congo). Some of the long-term migrants had even acquired South African indigenous language such as isiXhosa and Afrikaans. The study made use of qualitative ethnographic methodologies to collect the data. These included recorded conversations, individual and focus group interviews, both general observation and participant observation.
South Africa

Thesis (PhD)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: The conciliatory discourse of the South African Deaf social movement claims a commonality across South Africa's historical divides on the basis of a 'Deaf culture'. This claim in view of South Africa's deeply entrenched 'racial' divisions triggered this study. The study investigates the construction of Deaf identity and emphasizes the crossing of social boundaries in Cape Town, a society with a long history of discriminatory boundaries based on race. The study was carried out among adults who became deaf as children, the group for whom deafness, commonly viewed as both sensory and social deficit, is said to pose considerable linguistic, social and cultural challenges. It focused on strategies that deal with being deaf in a predominantly hearing world. To identify strategies, for this population without a geographical base, the study traced networks of social relationships. Fieldwork was carried out from September 1995 to December 2001. Between September 1995 and December 1997 research included systematic participant observation and informal interviews. Between January 1998 and December 2001 , continuing with participant observation and informal interviews, the study added formal interviews with a sample population of 94 deaf people across Cape Town, collected by the snowball method. The profile of this sample shows a relatively heterogeneous population on the basis of demographic factors and residential area but similarity on the basis of first language, Sign. The study demonstrates that history imposed boundaries. It categorized the Deaf as different from the hearing and in addition, in South Africa, produced further differentiation on the basis of apartheid category, age, Deaf school attended, method of education and spoken language. In this historical context the study identified a key strategy, 'Signing spaces'. A Signing space, identifiable on the basis of Sign-based communication, is a set of networks that extends from the deaf individual to include deaf and hearing people. On analysis it comprises a Sign-hear and a Sign-Q.e.gfspace. In Sign-~ networks, hearing people predominate. Relationships are domestic and near neighbourhood. In Sign-~ networks, deaf people predominate. Relationships are sociable and marked by familiarity. The study found that via the Signing space, the Deaf subvert deafness as deficit to recoup a social identity that is multi-faceted and dispersed across context. Boundaries crossed also vary by context and by networks. Sign-~ networks address the hearing boundary. Limits could be identified in the public arena, when barriers to communication and a poor supply of professional Sign language interpreters again rendered deafness as deficit. The boundaries of the Sign-deaf networks were difficult to determine and suggest the potential, facilitated by Sign language, to transcend South Africa's spoken languages and the related historical divisions. Sign-~ networks also suggest the additional potential, in sociable contexts, to transcend spoken language, trans-nationally. But mutual intelligibility of Sign language and the familiarity, communality and commonality it offered did not deny an awareness of historical differentiation and discrimination, as a case of leadership succession presented as a 'social drama' shows. However, the process of the 'social drama' also demonstrates that conflict, crises, and a discourse that reflects South Africa's historical divisions need not threaten a broader commonality.
AFRIKAANSE OPSOMMING: Die oorsteek van maatskaplike grense en verbreiding van maatskaplike identiteit: die nagaan van netwerke vir Dowes van Kaapstad Die bemiddelende diskoers van die Suid-Afrikaanse maatskaplike beweging vir Dowes maak op grond van 'n 'Dowe kultuur' aanspraak op 'n algemeenheid wat oor Suid-Afrika se geskiedkundige verdeeldhede heen strek. Hierdie aanspraak het, in die lig van Suid- Afrika se diepgewortelde 'rasseverdelings' , tot hierdie navorsing aanleiding gegee. Die navorsing ondersoek die vorming van 'n Dowe identiteit en beklemtoon die oorsteek van maatskaplike grense in Kaapstad, 'n gemeenskap met 'n lang verlede van diskriminerende grense wat op ras gebaseer is. Die navorsing is gedoen onder volwassenes wat as kinders doof geword het. Vir hierdie groep, waar dit gewoonlik as 'n sensoriese en sosiale gebrek beskou word, hou doofheid aansienlike linguistiese, sosiale en kulturele uitdagings in. Die navorsing fokus op strategieë wat te make het met doof wees in 'n oorheersend horende wêreld. Om vir hierdie bevolking sonder 'n geografiese basis strategieë te identifiseer, het die navorsing maatskaplike verhoudingsnetwerke nagegaan. Veldwerk is tussen September 1995 en Desember 2001 gedoen. Tussen September 1995 en Desember 1997 het die navorsing stelselmatige waarneming van die deelnemers en informele onderhoude met hulle behels. Hierdie waarneming en informele onderhoude is tussen Januarie 1998 en Desember 2001 voortgesit, maar die navorsing het nou ook formele onderhoude met 'n steekproefbevolking van 94 dowe mense van regoor Kaapstad ingesluit. Hiervoor is van die sneeubalmetode gebruik gemaak. Die profiel van hierdie steekproef toon 'n relatief heterogene bevolking op grond van demografiese faktore en woongebied, maar ooreenkoms op grond van eerste taal, naamlik Gebaretaal. Die navorsing toon aan dat grense deur die geskiedenis opgelê is. Dit het Dowes as verskillend van horendes gekategoriseer, en het daardeur in Suid-Afrika tot verdere differensiasie op grond van die apartheidskategorie, ouderdom, watter doweskool bygewoon is, wyse van onderrig en gesproke taal aanleiding gegee. In hierdie geskiedkundige konteks het die navorsing 'n belangrike strategie, 'Gebare-ruimtes', geïdentifiseer. 'n Gebare-ruimte wat uitgeken kan word op grond van Gebaar-gebaseerde kommunikasie, is 'n stel netwerke wat van die dowe individu af uitbrei om dowe en horende mense in te sluit. Uit 'n analise blyk dit dat dit 'n Gebaar-horende en Gebaar-dowe ruimte behels. In Gebaar-horende netwerke oorheers horende mense. Verhoudinge word in die huis en met die naaste bure aangegaan. In Gebaar-dowe netwerke oorheers dowe mense. Verhoudings is gesellig van aard en word deur ongedwongenheid gekenmerk. Die navorsing het bevind dat die Dowe doofheid as gebrek deur middel van die Gebaarruimte omkeer om 'n veelvlakkige maatskaplike identiteit wat dwarsoor die konteks versprei is, te behels. Grense wat oorgesteek word, varieer ook in konteks en ten opsigte van netwerke. Gebaar-horende netwerke fokus op die horende grens. Beperkinge kon in die openbare arena geïdentifiseer word in gevalle waar hindernisse ten opsigte van kommunikasie en gebrekkige voorsiening van Gebaretaal-tolke weer doofheid as 'n gebrek voorgestel het. Dit was moeilik om die grense van die Gebaar- ~ netwerke te bepaal en dit suggereer die potensiaalom, gefasiliteer deur Gebaretaal, Suid-Afrikaanse tale en die gepaardgaande geskiedkundige verdelings te transendeer. Gebaar-dowe netwerke suggereer ook die addisionele potensiaal om gesproke taal, in gesellige kontekste trans-nasionaal te transendeer. Maar onderlinge verstaanbaarheid van Gebaretaal en die ongedwongenheid, gemeenskaplikheid en algemeenheid wat dit gebied het, het nie 'n bewustheid van geskiedkundige differensiasie en diskriminasie ontken nie, soos 'n geval van opvolging van leierskap, wat as 'n 'sosiale drama' aangebied is, getoon het. Die proses van die 'sosiale drama' toon ook dat konflik, krisisse en 'n diskoers wat Suid-Afrika se geskiedkundige verdelings weerspieël, nie 'n wyer algemeenheid hoef te bedreig nie.

Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This study is a multi-site ethnography that focuses on young people from one low-income, Cape Town neighbourhood, an area that I got to know well between 2008 and 2012, when I worked and conducted research there. I explore how young people from this area, that I call Rosemary Gardens, learn in three different places. These places are, firstly, classrooms at Rosemary Gardens High School, secondly, a community-based hip-hop/ rap group called the Doodvenootskap, and, thirdly, a youth radio show called Youth Amplified, which involved many young people from Rosemary Gardens. In each of the three places a ‘spatio-dialogical’ analysis was used to examine learning that emerges through collaborative interactions between people. Dialogic learning may take place when young people are exposed to multiple, different perspectives, which manifest through language. This form of learning is ‘spatialised’ because it occurs through sets of social relations that coalesce at particular moments to form ‘places’. Places are junctions or points of intersection within networks of social relations. I use the work of Bakhtin (1981; 1986) and Bourdieu (1977; 1991) to illustrate how, in each of the three places, language operates as a socio-ideological system that is divided, in flux and differentially empowered. This work on language as a social system was put into conversation with Lefebvre’s (1991) spatial theory, producing tools that were used as lenses through which to interpret the ethnographic fieldwork. What emerged was the centrality of the workings of language as a social system at Rosemary Gardens High School, Youth Amplified and amongst the Doodvenootskap. The control desired by educators, combined with the bureaucratic forces that restrict spontaneity in their teaching practices, resulted in the use of highly prescribed language forces dominating dialogic interactions at Rosemary Gardens High School. The different cultural influences and historical traditions, which produce the Doodvenootskap, led to the group reclaiming and reinventing varieties of language. At times this produced more sufficiently interactive forms of dialogic learning, amongst this group, and on other occasions they merely reiterated the words of others, without reflection or rigorous thought. Critical pedagogy, at Youth Amplified, laid the foundations for multiple contrasting perspectives and different linguistic forms to manifest. In the media and in the imaginary of the South African middle and upper classes, schools in neighbourhoods that were formerly reserved for ‘Black’ and working-class ‘Coloured’ children are generally perceived to be dysfunctional places. Young people who live in the neighbourhoods in which these schools are located, are assumed to learn very little. Research with youth from Rosemary Gardens discovered that this kind of negative portrayal is only one view of a multi-faceted set of stories. On a daily basis, young people from Rosemary Gardens use language in interactions with peers and adults, exchanges that shape their consciousness and influence how they make sense of the multiple social worlds which they partially produce.

In this study I investigated the attitudes and experiences of Grade four ESL learners and teachers in learning and teaching through the medium of English. The sample for the study was purposive and the design was a multiple case study which involved five primary schools from the rural environs of KWT. Grade four ESL teachers and learners of the five chosen primary schools participated in this study. The objective of this research study was to investigate the attitudes and experiences of grade four ESL teachers and learners in learning through the medium of English in order to establish how these experiences and attitudes may have an influence on teaching for effective school learning. The research method used was qualitative with a small quantitative component. The following research tools were used in collecting data: Language surveys, classroom observation schedules, teacher questionnaires, teacher level interviews, language comprehension tests and learner level interviews. The data were generated to provide answers to the main research question which was: ―What are Grade four ESL teachers‘ and learners‘ attitudes and experiences of learning through the medium of English in five primary schools in the KWT district? The analyses of data generated from the language surveys confirm that in the KWT rural schools from grade one to grade three isiXhosa is used exclusively. It is in grade four where the official transition from isiXhosa to English begins. The data generated from the language surveys further confirm that both learners and teachers use isiXhosa as their mother tongue and English is an additional language for both groups. The analysis of data generated from learner interviews suggests that the most prevalent attitude from the learners is that English is a hindering factor to school learning because they do not understand it. However, the learners also highlight the need to study English because it is the language of success and aspiration which is normally used in the global village. The analysis of the data generated from teacher questionnaires and the teacher level interviews also suggests that English is a barrier to school learning for ESL learners. ESL learners do not achieve optimally in English medium school learning. However, the same data suggest that English is still preferred to be the LoLT because it is perceived to be the language of success and aspiration. Moreover, the majority of written materials is in English and English is perceived to be an international language. The analysis of the data generated from language comprehension tests suggests that it had an effect on performance when the learners wrote a test that they had seen in another language. This is indicated by the learners‘ better levels of performance in the language tests when they have seen in another language. The main finding of the study is that English medium learning makes school learning difficult. The transition from isiXhosa medium learning to English medium learning in grade four is early. Teachers resort to code switching as a language strategy for effective teaching in order to minimise the blow caused by the use of English as the LoLT.

This study sought to explore strategies used to elicit a reading culture among secondary schools learners. The importance of reading cannot be over emphasised as it is used as an index to how well an education system is, in the delivering of its mandate of creating a reading nation. In view of this, the South African government has developed a range of legislation and policies that shape reading and literacy in the country. Theoretically, the study is built around the socio-cultural theory which is conceptualised by different reading models. Methodologically, it is premised within the interpretive paradigm based on a case study design. In view of this, the study made use of the Qualitative research method with the principal tools for data collection being; interviews, focus group discussion and, observation. The main findings of the study revealed that using English as the medium of instruction in South Africa is not such a good idea. In this regards, teachers need some form of training to cope with the use of English (a first additional language to both teachers and learners) is a problem in itself. The study recommends that the government needs a) to provide funding to ascertain that resources needed to facilitate reading are available, b) the government should also play the role of monitoring and evaluation to make sure that the policies are kept in place and, c) There is need for in-service training for teachers to make sure that they are living up to expectation. There would be tremendous growth in socio-economic terms with a love for reading being fostered among all members of the school and community.

Afrikaans in practice replaced Dutch and became one of South Africa's official languages (along with English) from 1925. It reached the apex of its development and influence during the years of Nationalist party rule and the apartheid regime as a language of officialdom, of the judiciary and education. However, in 1994 nine African languages were afforded official status along with English and Afrikaans in South Africa. Presently, Afrikaans is still taught in the majority of schools in the Western Cape as either a first or second language. This thesis compares and contrasts the language attitudes and motivation towards Afrikaans in two groups of secondary school learners - grade eight and grade eleven learners - at the same school, viz. the Settlers&rsquo
High School in Parow, a northern suburb of Cape Town, South Africa. At this English medium school, Afrikaans as a second language is a compulsory subject. The thesis also examines the dominant ideologies held towards Afrikaans by the learners and by the school in question which contributes towards shaping their attitudes and motivations for learning the language as well as their actual use of the language. The study finds a correlation between the learners&rsquo
attitudes towards Afrikaans and their actual patterns of use of the language, which indicates that the use of Afrikaans may be in decline among especially the younger, grade eight, learners.

Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Kaaps is one of the oldest dialects of Afrikaans that originated in the Cape Colony during the seventeenth century and is still used today by the working class Coloured community of the Cape Peninsula. Although it is mainly used as a spoken dialect, it is also applied in the literature. It is especially the use of Kaaps in the literature by Adam Small that helped to establish Kaaps in the Afrikaans literature and to bring about a newfound interest in this dialect. Kaaps has been undervalued for a long time due to the fact that it is associated with people of colour. For this reason Kaaps has been one of the most stigmatised dialects of Afrikaans. Today academics approach language variation differently by viewing all dialects of a language as equal. For this reason Kaaps is no longer seen as inferior to the standardized form of Afrikaans. Kaaps is also no longer restricted to a spoken dialect, but is also reflected in literature, theatre, music, television, radio and the printed media. The focus of this study is to investigate the use of Kaaps in the Afrikaans tabloid, Son. Son is the first Afrikaans tabloid that appeared in South Africa and is the first Afrikaans newspaper to make use of a dialect of Afrikaans that is not the standardized form, but an informal dialect that some refer to as Kaaps. The aim of the study is to investigate whether the language used in Son is representative of Kaaps and to what extent the written language correlates with the spoken Kaaps, as it is used by its speakers. This is done by a text analysis of Son-articles as well as a questionnaire that was filled in by Kaaps speaking teenagers. Furthermore the study investigated the correlation between language and identity and to what extent the respondents could identify with Kaaps as well as the language that is used in Son. The conclusion of this study is that the language used in Son cannot be viewed as a true representation of Kaaps, but rather as an informal Afrikaans that use elements of Kaaps. Although the language in Son cannot be seen as a true reflection of Kaaps, the study concludes that the teenage speakers of Kaaps can identify with the language that is used in Son. The study also found that the negative perception of Kaaps still exists among the users of Kaaps. Regardless of this negative perception, this research showed that Kaaps can be used effectively in the media and that the success of Son can be attributed to the language used in its newspaper.
AFRIKAANSE OPSOMMING: Kaaps is een van die oudste variëteite van Afrikaans wat sedert die sewentiende eeu aan die Kaap gepraat is en vandag steeds die taal van die bruin werkersklas in die Kaapse Skiereiland is. Alhoewel dit hoofsaaklik as ʼn gesproke variëteit gebruik word, het dit ook in die letterkunde neerslag gevind. Dit is veral die gebruik daarvan in die werke van Adam Small wat Kaaps as ʼn literêre skryftaal gevestig het en ʼn nuwe belangstelling in dié variëteit van Afrikaans laat ontstaan het. As gevolg van die sterk assosiasie wat Kaaps met bruin mense het, is dit in die verlede geminag as ʼn minderwaardige taalvorm en kan Kaaps ook beskou word as een van die mees gestigmatiseerde variëteite van Afrikaans. Vandag word taalvariasie egter op ʼn gelykevlakbenadering deur akademici ondersoek en moet Kaaps beskou word as deel van Afrikaans en nie as ondergeskik aan die standaardvariëteit nie. Kaaps is ook nie meer beperk tot ʼn gesproke variëteit nie, maar vind neerslag in die letterkunde, teater, musiek, televisie, radio en die gedrukte media. Dit is dan juis die gebruik van Kaaps in die Afrikaanse poniekoerant, Son, wat in hierdie studie ondersoek word. Son is die eerste Afrikaanse poniekoerant wat in Suid-Afrika verskyn het en die eerste Afrikaanse koerant wat nie Standaardafrikaans gebruik nie, maar ʼn informele Afrikaans wat deur baie beskou word as Kaaps. Die doel van die studie is om die taalgebruik in Son te ondersoek as verteenwoordigend van Kaapse Afrikaans in ʼn poging om te bepaal tot watter mate die taalgebruik in Son ooreenstem met Kaaps, soos gebruik deur die sprekers van Kaaps. Dit word gedoen deur ʼn teksanalise van verskeie Son-artikels sowel as ʼn vraelys wat onder ʼn groep Kaapssprekende tieners afgeneem is. Die studie ondersoek ook die verband tussen taal en identiteit deur ʼn ondersoek na die mate waartoe die Kaapssprekende tienerleser identifiseer met Kaaps sowel as die taalgebruik in Son. Die bevindinge van hierdie studie is dat die taalgebruik in Son nie uitsluitlik Kaaps is nie, maar eerder ʼn informele Afrikaans met Kaapse elemente wat voorkom. Alhoewel die taalgebruik nie uitsluitlik Kaaps is nie, identifiseer die Kaapssprekende tienerleser wel met die taal wat in Son gebruik word. Ongeag die negatiewe persepsie wat die sprekers van Kaaps steeds van Kaaps het, toon die navorsing dat Kaaps wel effektief in die media gebruik kan word en dat die sukses van Son ook toegeskryf kan word aan die taal wat dit gebruik.

The Bo-Kaap is traditionally a Cape Muslim Afrikaans-speaking community, and sociohistorically it is particularly relevant to the development of Afrikaans at the Cape (Davids 2011, Mahida 1993). The Cape Muslim Afrikaans spoken in the Bo-Kaap is a sub-variety of Standard Afrikaans (Kotzé 1989, Davids 2011) and is distinguishable by its retained lexis (Mesthrie and Bhatt 2008) from languages historically spoken by slaves at the Cape, such as Malay, Arabic, Gujarati, and Konkani. Over time a number of socio-cultural, geographic, and historical factors have introduced the use of South African English alongside Cape Muslim Afrikaans in this speech community. The goal of this study was to provide insight into the nature of bilingual talk in the Bo-Kaap community, and to make a useful contribution to the growing body of codeswitching1 (hereafter CS) research generally. Based on natural language data collected during group interviews with members of the community, the study explored the language contact situation in the Bo-Kaap today, taking the viewpoint that what is occurring presently may be considered CS Three aspects of the CS documented were analysed and quantified. Specifically, the study investigated language interaction phenomena (Myers-Scotton 1995, Deuchar et al 2007) triggers (Clyne 1987) and directionality (Muysken 1997, Deuchar et al 2017, Çetinoglu 2017). A quantitative approach was taken to the data analysis. The interview audio files were downloaded and transcribed in ELAN. (Max Planck Institute). The annotations2 produced in ELAN were organised in a spreadsheet for analysis, resulting in a data set comprised of 356 annotations. The full data set was divided into subsets and tagged for language interaction phenomena, triggers, and directionality. These data sets were then sorted and quantified to identify trends in these three areas of interest. The study found Intra-sentential switches to be the most common type of language interaction phenomenon in the CS of this speech community, being present in 79% of the sampled annotations. Results from other CS studies echo this finding in other speech communities (Al Heeti et al 2016, Koban 2012, Falk 2013). The most common trigger for Intra-word switching in this corpus was in the head of the past tense Verb Phrase. Out of 27 occurrences of Intra-word switching, 16 were of this nature. In all of those an English verb head was housed within an Afrikaans past tense structure. No exceptions were observed in the data set, a strong indicator of the relationship status of the two languages involved. Cape Muslim Afrikaans almost certainly playing the role of the Matrix language, with South African English embedded. In terms of directionality, switching from Cape Muslim Afrikaans into South African English was by far the most common, at 85%. This further supports what the findings on triggers suggest about the hierarchy between these two languages.

Magister Artium - MA
In recent years South Africa has seen a significant growth in the number of migrants entering its borders. The country has opened its doors to not only migrants from the African continent, but also to immigrants from the People’s Republic of China (PRC) and the Indian subcontinent. The increasing number of Chinese businesses in South Africa means that South Africans are now coming into fairly regular contact with Chinese people from mainland China. This study addresses the issue of intercultural communication between Chinese store keepers and South African customers and seeks to investigate the ways in which the two juxtaposed cultures communicate effectively despite linguistic and cultural barriers. As a study on intercultural communication, the theoretical framework for this is globalisation, with a particular focus on concepts like intercultural communication, politeness and face theory. The study adopts a qualitative research design with an ethnographic methodological approach to examine and describe the linguistic practices of Chinese and South Africans in the city of Cape Town when they interact in the business contexts. The study relies largely on interviews with Chinese business owners and their South African clients, as well as observation of the interaction between these two groups. The research population consists of 8 Chinese interviewees, random interviews with 4 customers and 4 shop assistants, and observation at stores in a local China Town (a collection of Chinese shops and businesses). For research purposes and for the sake of informed consent, a Chinese research assistant and translator assisted the principal researcher. The major tool for analysis is a content analysis of the transcribed interviews. From these transcribed interviews, I describe the strategies used for effective intercultural communication between the two groups, and aim to draw conclusions on how these strategies have enabled Chinese businesses to flourish in Cape Town.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
Language is foundational to issues of belonging in contemporary South Africa. The country’s colonial and apartheid history facilitated the differential development and privileging of particular languages alongside the project of racial capitalism (Alexander, 1989). Educational arrangements were affected by these developments because of how black South Africans were economically and socially limited by rudimentary exposure to the primary languages of access (English and Afrikaans). This study argues that this history is what currently influences the movement of black South Africans into the schools they were historically excluded from in former coloured, Indian and white areas, and further that this movement is also encouraged by the promise of greater access to and development in the English language (Fataar, 2015). It suggests that the persisting status of English as lingua franca across state, educational and cultural communications and products requires teaching that is sensitive to the historical relationship of the language to the underdevelopment and undervaluation of local linguistic forms. Moreover, the subject English and its embedded values and norms (included in the compulsory texts and textbook) is a critical area of enquiry for thinking through issues of social cohesion and belonging. Through case studies of three Cape Town teachers, this study argues that a range of influences affect how language and meaning are constructed in English classrooms, and that learners experience these influences to their own identities in different and often conflicting ways.

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.
This research focuses on the language repertoire, patterns of language use and language preferences of learners from Afrikaans homes, who are registered in the English first language classes in a particular Western Cape High School. Out interest is in how a profile of the linguistic resources of such learners and the context in which their linguistic identity develops may contribute to a perceived process of language shift in the bilingual/multilingual community where they learn and live. SCHOOL A is multi-racial and multi-lingual, with a large component of "coloured" learners living in a nearby predominantly-Afrikaans community. The thesis investigates the linguistic preferences and patterns of language choice and language use of the selected group of learners across various domains, notably at home, with relatives, at school, with peers and in their religious communities. Data from various sources is presented and discussed in detail to illustrate the variety of language skills of English L1 learners between the ages of 15 and 17 in Grades 10 and 11. This will give an impression of how multilingual a given section of the local high school population is. The profile tests whether home language or academic language has a greater influence on the later language choice of learners whose parents use Afrikaans as home language and who have English as LOLT, meaning that these learners possibly possess considerable skills in at least two languages. The data was collected by means of limited access to school records, questionnaires filled out by learners, interviews with a number of learners and a couple of parents of such learners. This gives a very good impression of which languages learners know, which they used most, which they prefer where the choice is between English/Afrikaans bilingualism, English only, Afrikaans only, or codemixed Afrikaans/English). The thesis reports on the linguistic repertoire and preferences, and also on reasons given by learners and parents for their selection of one or more of the various community languages in the different domains. Consideration is given to the possible accommodation of these learners as first language users of English which is largely a second language in the community, by other community members and institutions such as school and church. The critical interest of this thesis is to determine the nature and extent of perceived language shift in this selected community of learners at a particular Western Cape high school, and to consider whether such a shift is indicative of a more extensive process of marginalization of Afrikaans in a community that historically had a strong Afrikaans identity.

Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.

A central concern of education internationally and in South Africa is to develop children's literacy skill. However a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue of literacy focusing on second language learners‟ spelling in English as Additional Language. There is, however, insufficient literature that looks into spelling experiences of isiXhosa background learners in English First Additional Language. Hence this study investigated the nature of spelling errors of Grade three isiXhosa background learners in English First Additional Language. In understanding the nature of spelling errors of Grade three isiXhosa background learners, the features of words that learners find difficult to spell and the features of words that learners find easy to spell were investigated. Moreover, learners' barriers in acquiring spelling skills in English First Additional Language and teacher practices for teaching spelling were examined. In exploring these issues the study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering process was in the form of semi-structured interviews, classroom observations and document analysis. One isiXhosa medium primary school in a Black Township in Buffalo City Municipality in the East London District was purposively selected to form the context of the study. In this school English is taught as a subject in grade three. Participants were eight grade three learners and one Grade three class teacher who teaches these learners. The findings of the study revealed that learners with an isiXhosa background seemed to be struggling with understanding basic English words and terms. This is exacerbated by the fact that the learners seemed to struggle to understand the rules of the English language. The words that learners find difficulties in to spell in English Second Language were diagraphs. Barriers to spelling were influenced, among other issues, by learners' pronunciation and their heavy reliance on their mother tongue.

The purpose of this research was to explore the ways in which a small, purposefully sampled group of Grade One isiXhosa-speaking children began the process of becoming literate in English as their second language. The research looked specifically for evidence of strategic behaviours in reading and writing which, according to Clay (200 I, 2005), form the foundation for self-extending systems and have the potential to accelerate learning. The research was guided by the principles of Clay's early intervention Reading and Writing Recovery. By Clay's definition, self-extending systems are literacy processing systems that work, that is, they enable children to continue to learn to read by reading and to write by writing. Within this context, the research explored the role of oral language in learning to read and write in English. Consideration was given to the potential for transfer of the principles that underlie Reading Recovery to South African mainstream classrooms in an attempt to raise literacy outcomes for all. This is a particularly urgent need in South Africa where many attempts to tum around poor trajectories of literacy learning do not seem to have the desired long term effects. The results of the research showed that the children began to actively engage in their English literacy learning within a network of strategies, primarily motivated by making meaning of their texts. The findings of the research suggested that a mismatch of needs and instructional procedures was evident here in this formative stage of second language literacy learning. The results suggested that children who were already educationally at risk for a multitude of reasons, were being set back even further by instructional approaches that were unresponsive to their linguistic needs.

This study explores the implementation of the communicative approach (CA) to English second language progress testing in an African secondary school which falls under the Eastern Cape Department of Education. The goal of the research is to establish how teachers access, conceptualise, and apply the CA to language testing in their specific working conditions. The report of the findings of the research reveals that teachers' understanding of the CA to testing differs from that of the linguists, curriculum designers, innovators, and syllabus writers. This is caused by a combination of factors including teachers' poor working conditions, the lack of focused pre-service training and effective in-service structures for their empowennent as the agents of innovation, coupled with the poor circulation and a lack of clarity in official documents on the CA to language testing. These constraints made it impossible for teachers to implement the CA to language testing. In order to carry on with their work, however, teachers developed coping strategies by drawing, probably unconsciously, on a mixture of structuralist, sociolinguistic-psycholinguistic, communicative and any other testing practices they may have acquired during their years of service. Although based only on one school, the findings of this study indicate that for fundamental innovations such as the CA to take root, there is a need for the adoption of more dedicated, reflective implementation strategies involving proper planning and monitoring, as well as evaluation and re-evaluation of the entire process. This necessarily slow process must go hand-in-hand with a dedicated pre-service and in-service empowerment program based on consultative communication between innovator and agent; and a persuasive education/re-education approach which will encourage teachers to change their entrenched practices.

In South Africa, Deaf people communicate with one another and the broader community by means of South African Sign Language. The majority of Deaf people who have access to a mobile 
phone (cell phone) use Short Message Service (SMS) to communicate and share information with hearing people, but seldom use it among themselves. It is assumed that video messaging 
will be more accessible to Deaf people, since their 
level of literacy may prevent them from making effective use of information that is disseminated via texting/SMS. The principal objective of the 
esearch was to explore a cost-effective and efficient mass multimedia messaging system. The intention was to adapt a successful text-based mass notification system, developed by a 
local nongovernmental organization (NGO), to accommodate efficient and affordable video mass messaging for Deaf people. The questions that underpin this research are: How should video- streaming mass-messaging methods be compared and evaluated to find the most suitable method to deliver an affordable and acceptable service to Deaf people? What transport vehicles 
 
 
should be considered: Multimedia Message Service (MMS), the web, electronic mail, or a cell phone resident push/pullapplication? Which is the most cost effective? And, finally: How does the video quality of the various transport vehicles differ in terms of the clarity of the sign language as perceived by the Deaf? The soft-systems methodology and a mixed-methods methodology 
were used to address the research questions. The soft-systems methodology was followed to manage the research process and the mixed-methods research methodology was followed to 
collect data. Data was collected by means of experiments and semi-structured interviews. A prototype for mobile phone usage was developed and evaluated with Deaf members the NGO Deaf 
Community of Cape Town. The technology and internet 
usage of the Deaf participants provided background information. The Statistical Package for Social Science (SPSS) was used to analyse 
the quantitative data, and content analysis was used to analyse the documents and interviews. All of the Deaf participants used their mobile phones for SMS and the majority (81.25%) used 
English to type messages
however, all indicated that they would have preferred to use South Africa sign language on their mobile phones if it were available. And they were quite willing to pay between 75c and 80c per message for using such a video-messaging 
service.Of the transport vehicles demonstrated, most Deaf people indic indicated that they preferred to use the SMS 
prototype (with a web link to the video) rather than the MMS prototype with the video attached. They were, however, very concerned about the cost of using the system, as well as the quality of the sign language videos.

Bibliography: leaves 253-298
This study examines the language, identity and intercultural communication dynamics in the Xhosa communities of Cape Town where some immigrant Shona speakers dwell. Language is a complex and nuanced repertoire of culture and the choice of language constitutes part of an individual’s identity construction. Owing to these identity dynamics, the Shona speakers resident among the Xhosa communities find themselves entangled in the politics of belonging and identity that define the Shona-Xhosa immigrant landscape in Cape Town. The Shona speakers engaging in intercultural communication in Xhosa communities are confronted with language and cultural hurdles. Orbe’s Co-cultural Theory among others was central to the unpacking of the intricacies of culture and the Xhosa hegemony. Results show that Shona people speak Xhosa for social acceptance and to secure economic benefits. Nevertheless, this seems not to offer them profound indulgence with the Xhosa culture. Even if they comprehend the culture, their Shona cultural identity hampers their full admission into the Xhosa culture. This lack of cultural acceptance leaves the Shona speakers alienated from both Xhosa and Shona cultures. In that regard, Shona speakers among Xhosa communities in Cape Town live a fluid life in which relentless cultural change is the only constant. This transitory life promotes intercultural concession in the personal layer of self, leading to the emergence of a hybrid multicultural self-concept. The study thus contributes towards scholarship by revealing that the differences in individual linguistic circumstances in the process of intercultural negotiation appear to produce different levels of acquisition of the Xhosa culture and Xhosa by the Shona speakers. This is corroborated by the fact that Shona speakers who could not speak English learnt Xhosa faster than those who could speak English. This study argues that the maintenance of the Shona language by its speakers in Xhosa communities is as much their duty, as it is their right. Ultimately, the study posits that ethnocentrism stifles the intercultural communication process and leads to tiffs in multicultural communities
Linguistics and Modern Languages
D. Phil. (Languages, Linguistics and Literature)

In this thesis, I explore the code-switching practices of long-term Angolans migrants in Cape Town when they interact with those who have been here for a much shorter period. In my Honours research essay, I revealed a tendency among those who have lived in Cape Town for some time to code-switch from Portuguese to English even in the presence of more recent migrants from Angola, who have little or no mastery of English. This thesis thus considers the effects of space, discourses of power, language ideologies and attitudes on the patterns of inter- and intra-sentential code-switching by these long-term migrants in interaction with each other as well as with the more recent &ldquo
Angolan arrivals&rdquo
in Cape Town. Twenty Angolan migrants participated in this study. Of these, ten were long-term migrants to South Africa, while a further ten were relative newcomers. While the long-term migrants could claim to be bilingual in Portuguese and English, the newcomers were largely limited to a few English words in their repertoire. However, both groups could speak one or more of the indigenous languages of Angola, like Kimbundu, Umbundu, Kikongo and even Lingala (which is an indigenous language from Republic Democratic of Congo). Some of the long-term migrants had even acquired South African indigenous language such as isiXhosa and Afrikaans. The study made use of qualitative ethnographic methodologies to collect the data. These included recorded conversations, individual and focus group interviews, both general observation and participant observation.

Masters of Art
South Africa, like many ex-colonial contexts finds itself confronting difficult decisions about multilingualism. The South Africa constitution recognizes eleven official languages and provides for education in these languages. At present, few parents opt to put their children in African language classrooms.This study explores the case of an inner-city school in Cape Town which offered limited provisions in learning in Afrikaans and isiXhosa besides the main language English. The study elicited learners’ ideas and attitudes about the viability of these languages as languages of teaching and learning through the primary use of interviews. Learners’ perceptions of language are discussed within a language ideological framework that distinguishes between modernist and post modernist ideas of language in a transforming postmodern context.Among the findings are ideologically loaded discourses of how these learners undermine the use of Afrikaans and isiXhosa as languages of education in order to create or enact a certain learner identity which they deem appropriate for this context. Furthermore, downgrading of their languages is largely embedded in the need to separate languages of the home and education as some languages are more than others believed to offer social and economic flexibility.

Ce mémoire porte sur les transformations sociohistoriques du gayle en Afrique du Sud, une variété linguistique de l’afrikaans et de l'anglais, au répertoire lexical souvent improvisé. S’appuyant sur six mois de terrain ethnographique au Cap, ce travail se base sur des données (méta)linguistiques tirées d’observation participante ainsi que d’entretiens individuels et de groupe au sein de la communauté coloured. Je critique une perspective qui envisage le gayle comme une « anti-langue » (Halliday 1976), une méthode de communication secrète et exclusive à une communauté fermée. Plutôt, je suggère que le phénomène est mieux compris lorsqu’abordé en tant que registre d'une communauté de pratique (Eckert et McConnell-Ginet 2003). Mes entretiens révèlent son association historique et « enregistrée » avec la figure caractérologique (Agha 2007) de l’homosexuel efféminé coloured ou « moffie ». Toutefois, les participants expriment un malaise face à cette idéologie puisqu’ils sont conscients que cette construction « efface » (Gal et Irvine 2000) les locuteurs non canoniques du gayle. Au-delà de la description lexicale, mon analyse suggère des chevauchements entre les caractéristiques sémantiques et pragmatiques de la variété, toutes deux stratégiquement déployées pour invoquer des caractéristiques évanescentes et des attributs sociaux dans l’interaction (Butler 1990). Au même titre que les éléments du répertoire ne correspondent pas à des significations sémantiques fixes – mais plutôt à des réalisations discursives contingentes – l’utilisation du gayle ne se limite pas à des identités sociales statiques. L'appartenance à la communauté est plutôt marquée par l’utilisation légitime et la compréhension mutuelle de déviations lexicales créatives et contextuelles.
This thesis focuses on sociohistorical transformations of Gayle, a linguistic variety consisting of an often-improvised lexical repertoire superimposed upon either Afrikaans or English in South Africa. Based on six months of fieldwork in Cape Town, this thesis draws on rich (meta)linguistic data drawn from participant-observation, as well as individual and group interviews within the coloured community. I critique an 'anti-language' (Halliday 1976) perspective, wherein Gayle is seen as uniquely anchored to a closed community for which it serves as an exclusive, ingroup code. Rather, I suggest that Gayle is best understood when approached as the register of a community of practice (Eckert & McConnell-Ginet 2003). My interviews expose the historical and 'enregistered' association of Gayle with the racialized, gendered and sexualized ‘characterological figure’ (Agha 2007) of the effeminate coloured gay man or 'moffie'. This association serves as a backdrop to contemporary anxieties about the ways in which Gayle is mapped onto speakers’ social identities and perhaps shows the respondent’s consciousness that these formulations ‘erase’ (Irvine and Gal 2000) non-canonical users of Gayle. Moving beyond lexical description, I suggest overlaps between the semantic and pragmatic features of the variety, both strategically deployed to invoke evanescent characteristics and social attributes in interaction (cf. Butler 1990). Just as elements of the Gayle repertoire do not code for fixed semantic meanings – but are rather contingent, discursive achievements – Gayle does not 'code for' static social identities. Instead, it achieves group belonging in interaction through legitimate use and mutual comprehension of creative linguistic 'deviations' and 'subversions'

The purpose of this study was to investigate the challenges in teaching IsiXhosa home language in rural secondary schools. Learners from Grades 8 to 12 perform poorly in IsiXhosa grammar, essay writing, literature and oral work. The researcher sampled 40 learners from each of two senior secondary schools, eight parents and eight IsiXhosa subject specialists (two district based and six school based) to take part in the research. Data for this study were collected during cluster moderations in one of the secondary schools by using document analysis, interviews and questionnaires. Qualitative and quantitative methods were used by the researcher to analyse IsiXhosa results from Grade 8 to Grade 12. Analysis of documents such as mark schedules and marks for formal and informal tasks gave evidence that learners perform poorly in grammar, literature, oral work and essay writing. Scarcity or non-availability of distinctions (levels 6 and 7) in Grade 12 final exams as well as in Grades 8 to 11 proves that the language demands special attention for its teaching and learning in the secondary classroom situation; the conclusions were therefore drawn and recommendations made.
Curriculum and Instructional Studies
D. Ed. (Curriculum Design and Development)

The effect of the academic literacy intervention programme on the SATAP English scores was evaluated. This study begins as a longitudinal study in the Faculty of Science, Engineering and Technology (FSET). 120 subjects from the Electrical, Civil, Building and Mechanical departments in the FSET were randomly selected to serve as an experimental group. The research design employed a quantitative methodology. Data was collected using the Standardised Assessment Tests for Access and Placement (SATAP) English Test. The test was administered to the experimental group as a pre- test and post-test measure at the beginning of the year and at the end of the year. The SPSS statistical programme with frequency tables and graphs was utilised to analyse the data obtained. The results indicated that the difference between the pre-test scores and the post-test scores was statistically significant. The post-test scores were significantly higher than the pre-test ones. It was concluded that the academic literacy intervention programme was effective in increasing the SATAP scores and therefore addressed some of the language needs of students.
Language Education Arts and Culture
M. Ed. (Adult Education)